词汇教学设计（整理）.docx

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1、词汇教学设计（整理） 词汇教学设计： my new neighbor teaching content：learn the new words in the article “ my new neighbor” teaching objective: 1、能够识别本节课新授单词 lonely, fold, basket, fill, attach 2、能够运用lonely, fold, fill.teaching tools: a piece of paper, some gra, candy and flower. teaching methods: 1、通过“一个简洁的手工制作”来学 习新

2、单词。 2、利用brainstorming来强化新单 词的学习。 difficult points & key points： 1、理解lonely的涵义 2、驾驭fill.with.的用 法 warming up: 利用大屏幕观赏一些精致的手工制作。 leading-into: do you want to learn how to make these handcrafts ? 【由此导入step1】 teaching procedure: step1: lets make a paper basket together.老师一边 演示一边讲解制作过程，并要求全班同学一块做 first,

3、fold a piece of paper just like this, then fold another time ,and unfold it .now we have got a basket, so beautiful! maybe again. 【此处向学生传授新单词fold ,basket,在其次次制作的时候要求学生一边用英语讲解，一边制作。进一步巩固fold ,basket】 step2: 老师将 gra, candy and flowers放入basket中， 并说“ok，now i fill the basket with gra candy and flowers” ，

4、以此来学习fill.with., 在学生驾驭 后，老师再举一些关于此短语的例子“i fill the basket with the fruits .等，同时让学生自主的造一些句子。在学生造句后老师加以评价，将写有you are best的card 系在basket上赠与造句最好的学生。 【 此处要引出新单词attach】 【以上两步恰恰是文章中的其次段内容，因此上两步的完成也就预示着学生已经完成了课文其次段的初步学习】 step3：学习单词lonely。为了更好地理解此单词所传达的词场，利用大屏幕观赏英文歌曲“lonely”【此处老师先讲解歌曲的简介（来自于非洲加纳的nana出身于一个富有的

5、家庭，但是父亲在他小时候离他们而去，母亲带着年幼的nana定居到了德国。肤色的卑视，家庭的破裂，使得nana从小就在压抑的环境中生存。这首lonely是他最出名的作品，也是最感人的作品之一。在这首歌曲中，爱情的失败，世事的的无奈，人与人之间的勾心斗角，都被他赤裸裸的展露在你面前。动情处的难过呼喊，颓废时的无奈低吟，节奏布鲁斯，跳舞音乐，hip hop结合的完美无缺。），并在大屏幕上肯定要配上英文歌词】 i am lonely lonely lonely 我是这么孤 i am lonely lonely in my life 我的生命是这样孤独， i am lonely lonely lonel

6、y 我是这么孤独. exercises: 1、老师再次领读单词，学生跟读。而后学生领读、自读，老师加以订正。 2、用恰当的词填空（lonely, fold, basket,fill） i saw her listening to music with her head cupped in her hands ,she looked _ i _a piece of paper into the shape of a _ i _ the cup with running water. homework: 课下进一步巩固所学新单词。并预习课文，并利用晨读时间熟读课文。 教学设计意图： 本节课的教学设

7、计主要是受文章其次段的启发，从而利用手工制作a paper basket 来达到学习新单词fold, basket, fill, attach 的目的。而对于lonely的学习，我主要考虑到该词的语意场是学生学习的重点，所以用了英文歌曲lonely 来导出并加以学习。篇2：词汇教学教案设计 惠华中学校级公开课 班级：高一（10）班 地点：物理试验室(2) 老师：纪丽彬 时间：2022-4-7第三节 unit9 word study of warm-upleon1教学设计 教学目标： 1.学问目标：驾驭warm-upleon1的单词和词组的意思及其用法。 2.实力目标：创设语境，使学生不仅能了解

8、新单词的意义，更能再创设语境中运用并使其 在口语表达和写作实力方面有所提升和拓展。 3.情感目标：增加学生学习英语的爱好，并提高学生学习英语的信念。通过任务，增加学 生团结协作精神。 教学重点：驾驭warm-upleon1的单词和词组的意思及其用法，及驾驭如何巧计单词 的方法。 教学难点： benefit;convenient;wherever;fed up;consequence;work out;argue等单词 的用法。 教法：任务型教学法；视听法； 学法：归纳比较法，联想法； 教学工具：多媒体 教学过程： step1 lead-in listen to an english song

9、by michael jackson.lead in the the new leon. step2 presentation task1 read the new words in groups of four.three minutes is permited.task2 teacher teaches how to pronounce the words and phrases and explain the uses of them . 1.someone who is driving a car.-motorist someone who is walking.-pedestrian

10、 someone who is riding on a bike.-cyclist 2.-ist 后缀可以表示：.主义者，.家 3.benefit 用法点滴 1.不及物动词 vi.得益,受惠(+by/from) we benefited greatly by this frank talk. 这次坦率的谈话使我们获益匪浅。 2.名词 n. 利益,好处;优势uc the new hospital will be a great benefit to the town. 新建成的医院将给全城带来莫大好处。 谚语：we should never remember the benefit we hav

11、e offered nor forget the favour received.施惠莫记，受恩莫忘. 4.convenient 用法点滴 合宜的;便利的;便利的 便利的时候,请随时来。 be convenient for/to sb to do sth 对某人来说做某事会便利 5.convenientconvenience 1.便利;合宜u the hotel has a restaurant for the guests convenience. 这家旅馆为便利旅客设有餐厅。 2.便利设施;便利的用具c the kitchen has all the modern conveniences

12、. 这间厨房拥有一切现代化设备。 形容词以t结尾转变成名词为以ce结尾的词有哪些？ 6.ful 1.有.性质的 hopeful 用法点滴：（人）抱有希望的;充溢希望的(+of)+that he was hopeful that he would win.他抱有成功的希望。 7.hood 性质，状态 (n) 8.wherever 用法点滴. wherever you go, whatever you do, 无论你身在何方，无论你在做什么。right here waiting for you; 我就在这里等候着你。 wherever 和where ever用法上有什么区分？ 9.巧记 indee

13、d a friend in need is a friend indeed.患难见真情 10.fed up 用法点滴 感到厌烦的;忍无可忍 she was fed up with her do-nothing sons. 对她那些游手好闲的儿子,她已经是忍无可忍了。 我对于老板不停的埋怨,我已经听得烦不胜烦。 be fed up with 对.感到厌烦 11.consequence 用法点滴 n.结果,后果c(+of) im quite willing to accept the consequences. 我完全情愿担当后果。 12.work out 用法点滴 1.想出; 制订出; 产生出

14、i will be work out a program 制订安排 2.解决; 确定 can you work out on the map where we are now? 你能在地图上找到我们现在所在的位置吗? 3.做运动；熬炼 the old man is working out in the park. 13.argue 用法点滴： 1.争辩,辩论;争吵(+with/over/about) im not going to argue with you tonight. 我今晚不想与你争论。 2.提出理由(+for/against) he argued against the plan

15、. 他据理反对这个安排。 step3 pratice task3 read after the tape . task4 t asks the students to read them out in groups and individual.step4 summary t teaches how to recite the words and phrases efficially by heart.step4 consolidation task5 do the following exercises. 单词拼法练习。（请依据首字母提示和语境，填写所缺单词） 1.this book is

16、of great b_ to all of us. 2.its c_ for us to travel around china. 3.we should think about the c_ if we do it. 4.he a_ with his father last night. 5.hearing the news, i felt a bit of f_ up. 6.i work o_ twice a week. 7.the police a_ the young man for his drinking and driving.(answers:1.benefit;2.conve

17、nient;3.consequences;4.argued;5.fed; 6.out;7.arrested) step5 homework 1.请用以下单词或词组造句。 befenit, convenient,wherever,fed up,consequence,work out,argue. 2.预习unit9 leon1. 板书设计 1.-ist主义者,家(举例子) 2.形容词以t结尾转变成名词以ce结尾(举例子) 3.ful 有性质的(举例子) 4.hood性质,状态(举例子) 教学反思 410班是高一年段平行班,学生基础差,学英语的爱好也不高.针对这种状况,我采纳了任务型教学法,整节

18、课设置了五个任务,并运用视听法来提高课堂效率.设想和结果总是会有点差距,在上完这节课后,我仔细反思,这节课中有写亮点是以后值得接着坚持,也存在几个不足之处须要不断改善. 亮点是:本节课中采纳了小组合作,谚语,唱英文歌曲,构词法的应用,图片等一些手段使课堂充溢活力.师生互动较好.而且在学生是学法方面做了指导.让学生学会如何更有效得记忆单词. 但也存在一些不足之处:一,在举例子的时候,层次上有点乱,不要仅仅局限于给学生例子,要有按部就班的过程;二是,对学生的例子,最好写在黑板上跟其他学生一起订正;三是,以后在词汇教学中,给出的图片,可以让学生先来造句不要干脆给学生句子,那样学生学习比较被动;在归纳

19、时候,可以让学生先视察后归纳;四是,今后要留意课堂上进行精讲精炼,讲得精,练得精,举出好的例子.五是,课堂容量不要太大,肯定要留意课堂的容量,对于我们学校这样基础的学生不能赶进度. 在今后的教学中,本人将接着转变教学方式,提高课堂教学质量.每一节课前都要仔细备课,备好学生,针对我们这样的学生,设计好课堂任务,作业和练习.留意精讲精练,提高课堂效率.努力去探讨学生个体化的发展,使每个学生在每一节课中都能有所收获.同时提高学生的学习英语的爱好,让每个学生在英语方面都能有所提高.路漫漫其修远兮,吾将上下而求索.篇3：词汇教学设计 中学英语教学设计 课 型：英语词汇课教学 话 题: hobbies a

20、nd interests 设计老师: 曹祥 工作单位: 乌鲁木齐外国语学校第十二中学 2022年12月18日 teaching procedures 教学过程设计 step1 lead-in 1.self-introduction t: hello, everyone.my name is cao xiang and i am from urumqi foreign languages school.i like reading, playing basketball and doing riddles of letters.now lets try some riddles. 2.riddl

21、es of letters show the following riddles one by one on ppt and ask students to speak out the answers. ? a: t.(tea) ? q: what letter is a part of the head? ? a: i.(eye) ? q: what letter is an insect(昆虫）? ? a: b.(bee) ? q: what letter is a vegetable? ? a: p.(pea) 3.vocabulary t: i also like learning n

22、ew vocabulary.this cla, lets learn some new vocabulary on interests and hobbies together. 设计意图：紧紧抓住学生的新奇心，顺当绽开我们的话题。在导入部分运用简洁的字谜嬉戏调动学生的爱好，使学生的思维活跃起来，为后面的活动与练习打算好装态， step2: pronunciation ask students to individually do the following exercise of pronunciation.then check check their answers. match each

23、 word with its phonetic symbol. devotion hobbyist relax individual attend raise collect spare k?lekt r?l?ks d?v?(?)n ?tend spe? re?z ?nd?v?dj?(?)l h?b?st 设计意图：读音是见到一个单词首先要解决的问题。该环节只在让学生运用已学过的英标学问来试着抓住单词的读音。 step3: explanation 1.ask students to read the following sentences, and then gue the underline

24、d words meaning and write each word properly according to their de definitions.a) the individual can do nothing but all people together can do everything.b) after school, i often play basketball to relax.c) he is going to attend a meeting this afternoon. d) i am busy now, so i dont have spare time.e

25、) every morning, i have to collect all the homework and give them to the teacher.f) i often play ping pong after cla and i spend a lot of money on it.you are really a hobbyist! g) it is not easy for old people to raise a huge dog at home. h) to be a truly friend, you need show your devotion him/her

26、at any moment. 1.a person who has a hobby 2.get or gather together 3.rest 4.the willingne to serve 5.bring up 6.be present at 7.more than is needed 8.being of a single person or thing 2.have students check their pronunciation in groups. 3.check their answers with the whole cla by asking some individ

27、uals. 设计意图：学生在学习英语是有一个误区：预见不会的单词就要查字典。本环节旨在给学生创设一个简短的语境，让学生运用阅读实力和思维实力揣测出单词的意思。阅读中学习词汇的环节是将词汇放在课文这个情景中去理解并获得信息的过程，所以词汇学习与课文情景紧密相连。读中的词汇学习是培育学生在篇章中揣测词义的最佳时机。 step4: part of speech and word formation 2.ask students to check their answers in pairs. 3.check their answers with the whole cla. 设计意图：词性是一个单词

28、很重要的属性，干脆影响到单词的实际运用。本环节旨在让学生结合前一练习中的单词释义及单词词形来推断单词的词性。此外也对学生在构词法方面的学问进行了渗透。 1.provide a context to students and ask them to fill in the blanks. hobbies and interests (1) something you like to do is an interest.if you only listen to music for pleasure,篇4：词汇教学设计 module 9 happy birthday unit 1 can i ha

29、ve some sweets? 词汇教学设计及说明 、teaching contents module 9 happy birthday unit 1 can i have some sweets？ the interesting story (conversation) is about amys birthday party of 8 years old.the key structure is can i have some sweets？and the affirmative and negative answers yes, you can ./sorry, you cant. 、t

30、eaching aims 1.language items vocabulary.soup sweets bread turn on light biscuit fruit patterns.can i have .?and the answer yes, you can ./sorry, you cant. 2.language skills a.be able to listen ,say and write the new words and phrases. b.be able to talk with others with the function expreions in thi

31、s unit. 3 sentiment cultivate the students interest of learning english. encourage the students to co-operate with others. 、focal points vocabulary.soup sweets bread turn on light biscuit fruit patterns.can i have .?and the answer yes, you can ./sorry, you cant. 、difficult points 1.hungry dark 2.now

32、 you can have some biscuits, some fruit and some cake. 、teaching aids 、teaching procedure step: lead-in 1、t plays the songhappy birthday to youdances and sings with the students. 2、t： ok.stop here.tell me what you usually have for your birthday. : cakes, apples, bananas. t：do you like cakes? : yes,

33、i do ./no, i dont. t：can you make cakes? : yes, i can./no, i cant. t：can you make dumplings? : yes, i can./no, i cant. t：thats ok.now lets have a gueing game. step: presentation 1、t：（put a bag on the desk .the bag is full of sweets、bread、fruit、biscuits、cakes and some pictures of food）look , there ar

34、e some things about food in the bag .please gue whats in it ? please have a try. :(poible answers：apples， bananas) t：oh, no, look. half open the bag , take out some biscuits and say: wow , very nice! then pa the biscuits to pupils around one after another to practice pronouncing the word . then take

35、 out some sweets and write “a sweet, some sweets” on the board.say a few times for imitation.then pa the sweets to pupils to practice pronouncing the word .in this way, the teacher can teach the pupils the words “soup, bread and fruit”. the teacher pretends to have some bread and ask the randomly “d

36、o you want some bread ? ” the may say ”yes, i do.” the teacher can say “ok, so ask me for bread, please.” to instruct the to ask “can i have some bread?” s: “can i have some bread?” t: shake the head and say sorry, you cant . s: “can i have some sweets?” t: shake the head and say sorry, you cant .be

37、cause i want to have all of the food, i am very very hungry. step game 1.play the game of paing things with all the pupils in cla.e.g.pa “bread”.when the teacher says“stop”, the pupil who holds “bread”in hand 2、图片呈现单词: sweetsbreadfruitbiscuitscakesoup t：i bring to you some beautiful pictures.look he

38、re and follow me.(老师点击鼠标出示单词图片) 3、活动中学习句子 t（课件呈现一些糖果的图片，）：what are they? :some sweets . t:(然后一点鼠标出示句子，) can i have some sweets？ yes ,you can .sorry ,you cant. t: this time, lets play a game. 传物嬉戏，师拿出一个小玩具，和学生一起边拍手读这个句子，边传这个小玩具，老师说：stop 小玩具在谁的手里，谁就站起来回答这个问题。 t:good! please look here, lets ask and ans

39、wer.篇5：词汇公开课教案 词汇公开课教案 一.活动名称：word show 二.教学目的：1.让在场学生增加英语爱好， 2.通过参加活动学会记忆单词. 3能留住潜在客户 三.上课动时间：待定 四.上课地点：待定 五.上课人物： 六上课内容： 2介绍20种记忆英语单词的方法。 3物品猜词 给出物品的图片说出物品的意思 例： 图片为“书籍”所以英文意思book 竞赛规则：参赛队以最快速度说出图片内容的意思，在30秒内累计，一题一分，答错不扣分。 三.嬉戏环节 1.猜单词：形式两人为一组，主持人给出一个单词，一人比划一人猜。 规则猜词最多一组为胜 2.记忆力：形式-嬉戏者阅读20个单词。在一分钟

40、以内写出全部单词 规则写出最多单词者为胜 3.绕口令：形式给出英文绕口令以最清楚，最快速的方式说出。 规则评委评出最佳嬉戏者 4.找挚友：形式打算26个字母的大小写卡片若干，并将其打乱，分发给参加者，参加者不能相互偷看，当主持人说出某个字母时手持相应卡片的人举起手中卡片。 规则偷看卡片者视为犯规，在短时间没能举起卡片者，对其进行惩处，即兴表演后观众进行评价，通过者接着参与嬉戏，未能通过者干脆淘汰。 5.单词接龙：形式主持人给出第一个词。参加者接本次的最终一个字母。例：sun_no_open,以次类推 规则参加者在10秒内连接不上干脆淘汰。 6.句子接龙：形式8人为一组，主持人说出第一个句子三遍

41、，参加者一个一个复述，最终一个参加者说出句子。 规则以说出完整句子的一组为胜 7.单词猜猜猜：形式在限定时间内尽可能说出某一类的英文单词。 词汇教学设计 词汇教学设计 词汇教学设计 词汇教学设计 65词汇教学设计 词汇教学设计（整理） 词汇教学的片段教学设计 词汇教学教案设计 我的词汇教学设计 My New Neighbor词汇教学设计 本文来源：网络收集与整理，如有侵权，请联系作者删除，谢谢！第20页 共20页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页第 20 页 共 20 页